Summary:

Join C.T. and guest Kristin Murphy, principal of Saratoga Elementary School in California, as they explore the development and implementation of the Coordination of Student Supports (COST) process within her district. Kristin shares practical insights on building a cohesive team to address academic, behavioral, and social-emotional needs through coordinated interventions. She discusses establishing structured meeting schedules, creating agendas, and tracking follow-ups to ensure timely and effective support for students. This episode highlights the importance of collaboration, clear roles, data-informed decisions, and district-wide commitment in creating a successful, sustainable system that benefits students across all schools.

Key Takeaways:

• COST Defined: COST (Coordination of Student Supports) is a centralized, collaborative process within MTSS that coordinates academic, behavioral, and social-emotional supports to address the whole child.
• Importance of Teamwork: Effective COST teams include diverse members such as principals, teachers, specialists, and administrative staff, each bringing unique perspectives to create tailored support for students.
• Regular, Structured Meetings: Scheduling COST meetings every other week with a clear agenda and timekeeping ensures consistent follow-up and intervention monitoring throughout the school year.
• Entry and Exit Criteria: Setting specific criteria to determine when students enter or exit interventions helps assess progress, ensures fidelity of support, and allows for data-informed adjustments.
• Leadership Role: Principals play a crucial role in supporting staff by facilitating meetings, providing resources, and fostering a culture of accountability and teamwork.
• Overcoming Barriers: Start small by establishing a regular meeting time, build buy-in from district and school staff, and use simple tools like Google Suite to implement COST cost-effectively.
• Focus on Accountability: Establishing norms for doing what is promised and following up on interventions strengthens the support system and improves student outcomes.
• Adaptability: The COST process can be adapted for different school levels, and input from all relevant teachers is integrated, especially in middle schools where students have multiple teachers.

Chapters:

00:00 Introduction to the Cost Process

00:50 Meet the Expert: Kristen Murphy

02:56 Understanding the Cost Process

06:43 Implementing Cost in Schools

08:46 Key Components and Best Practices

21:07 Effective Meeting Management

23:25 Accountability and Follow-Up

26:01 Building a Supportive School Culture

31:30 Overcoming Implementation Challenges

Connect with CT: linkedin.com/in/cheetung

Connect with :



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary:

Join C.T. and guest Heidi Fagerness, principal of Chehalis Middle School in Washington State, as they discuss building positive school culture through heart, head, and hands leadership. Heidi shares her daily rituals of gratitude, commitment, and forgiveness that keep her centered and inspired to lead with love and care. Drawing from over 30 years of experience, she emphasizes the power of intentional themes to unify staff and students, fostering hope, perspective, and connection. This episode highlights practical strategies for creating psychological safety, strengthening relationships, and leading with empathy to build a supportive, resilient school community where everyone can thrive.

Key Takeaways:

• Heart, Head, and Hands Leadership: Effective school culture is built through emotional connection (heart), clear thinking and planning (head), and practical action (hands), all infused with love and care.
• Daily Rituals for Mindset: Practicing gratitude, commitment, and forgiveness daily helps Heidi maintain balance, center herself, and lead with positive energy even on challenging days.
• Intentional Themes: Setting a meaningful theme each year creates focus, unity, and motivation among staff and students, influencing behavior, mindset, and school climate.
• Building Trust through Listening: Active listening and creating psychological safety support authentic relationships and empower staff and students to grow and thrive.
• Restorative Practices: Emphasizing reflection, accountability, and learning from mistakes fosters a supportive discipline approach that prioritizes growth over punishment.
• Personal Growth and Reflection: Continuous self-awareness and openness to feedback are vital for effective leadership and navigating difficult moments with grace.
• Community Engagement: Strong partnerships with families, staff, and local organizations contribute to a vibrant, supportive school environment.

Chapters:

00:00 Introduction to Building Culture

00:44 Meet Our Inspiring Guest: Heidi Frans

01:27 Heidi's Journey and Leadership Philosophy

06:45 The Role of Gratitude in Leadership

07:18 Daily Rituals for Success

11:19 The Power of Themes in School Culture

17:09 Instilling Hope in Education

17:37 Recognizing and Celebrating Educators

18:16 Empowering Students Through Movement and Voice

18:58 Developing Themes and Collaborative Planning

20:40 Supporting Individual Students

22:24 Creating a Positive Environment for Discipline

26:31 Teaching Behavior and Accountability

27:35 Seeking Inspiration Beyond Borders

30:58 Reflecting on Global Educational Experiences

33:40 Leading with Love and Gratitude

Connect with CT: linkedin.com/in/cheetung

Connect with Heidi Fagerness: linkedin.com/heidi-fagerness



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary:

Join C.T. and guest JJ Albert, principal of Mark Twain Elementary School in Central California, as they explore effective staff motivation, onboarding, and curriculum management in a low socioeconomic, transitional community. JJ shares how he builds strong rapport with a small teaching staff through visibility and open communication, fostering psychological safety and collaboration. He discusses redesigning pacing guides into flexible, manageable cycles and providing ready-to-use lesson plans to reduce teacher stress and promote instructional fidelity. The conversation also covers strategies for efficient, focused staff meetings and involving teachers in decision-making. This episode offers practical leadership approaches to support teacher growth and sustain motivation while addressing community challenges.

Key Takeaways:

• Strong Rapport and Visibility: JJ emphasizes building personal relationships with a small staff through classroom visits, open communication, and making teachers feel comfortable and supported.
• Flexible Pacing Guides: He redesigned pacing guides into manageable 4-6 week cycles aligned to essential standards, allowing adjustments for real-world teaching interruptions, which reduces teacher stress and burnout.
• Instructional Support: JJ and his academic coaches provide ready-to-use lesson plans linked to curriculum standards, shifting teacher focus from planning to delivery and instructional quality.
• Collaborative Staff Meetings: He transformed meetings to be more efficient and focused on collaboration and instructional strategies, eliminating lengthy announcements and empowering grade-level teamwork.
• Inclusive Decision-Making: JJ involves teachers in curriculum and instructional decisions, valuing input while maintaining final administrative responsibility to foster ownership and professional growth.
• Teacher Onboarding and Ongoing Support: New teachers receive comprehensive onboarding covering both operational details and evaluation processes, supported by academic coaches and a collaborative environment.
• Focus on Student-Centered Service: JJ views education as a service profession, emphasizing clear expectations, professional responsibility, and creating a culture where staff feel valued and motivated to support students.
• Addressing Challenges of Transient Population: Leading a school with many students who transition in and out, JJ prioritizes coordination with other principals and aligned curricular efforts to provide cohesive student experiences.

Chapters:

00:00 Introduction to Today's Episode

00:48 Meet JJ Albert: An Experienced Educator

01:34 Understanding Mark Twain Elementary

02:14 Challenges of a Unique School Structure

05:58 Building Rapport with Staff

11:31 Onboarding New Teachers

21:50 Rethinking Pacing Guides

28:00 Streamlining Lesson Plans

32:34 Efficient Staff Meetings

37:10 Advice for Admins

Connect with CT: linkedin.com/in/cheetung

Connect with:



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Ron Polk, principal of James Logan High School in California’s New Haven Unified School District, as they explore leadership in one of Northern California’s largest high schools with 3,200 students. Ron shares how his own journey from ESL teacher to award-winning principal shapes his mission to build a culture of trust, care, and accountability. He emphasizes being present, approachable, and invested in students’ lives, fostering school pride, and supporting new teachers with a coaching mindset. This conversation highlights practical strategies for creating a supportive team environment where students take ownership, guided by authentic relationships and high expectations.

Key Takeaways:

• Leadership Rooted in Care and Presence: Ron Polk emphasizes being a visible, approachable presence on campus, fostering genuine relationships with students to build trust and a sense of family within a large school community of over 3,200 students.
• Coaching Mindset for Staff Support: He supports both new and veteran teachers through coaching, promoting self-reflection and practical strategies to improve classroom management and student engagement, always prioritizing student success.
• High Expectations Coupled with Support: Ron balances holding students accountable for their effort and behavior with advocating for them and providing care, encouraging self-advocacy and responsibility as essential life skills.
• Authenticity and Sharing Personal Journey: By sharing his own life story and challenges, he connects with students authentically to inspire hope and resilience, helping them envision possibilities for their futures.
• Building School Pride and Community: He works intentionally to cultivate school spirit and pride, encouraging students to see their school as a place they belong and from which they carry lifelong connections.
• Use of Relational Discipline: When discipline issues arise, Ron handles situations thoughtfully—engaging students directly, encouraging reflection, involving parents appropriately, and focusing on growth rather than punishment alone.
• Data- and Experience-Informed Practices: His leadership draws on decades of educational experience, blending practical classroom knowledge with a deep understanding of community and student needs.

Chapters:

00:00 Introduction to Today's Episode

00:32 Meet Ron Polk: An Inspirational Educator

01:29 Challenges and Community at James Logan High

02:28 Building School Spirit and Pride

04:35 Mentorship and Leadership Qualities

07:31 The Importance of Care and Trust

11:38 Being Present and Accessible

17:28 Supporting New Teachers

30:16 Navigating the Pandemic's Impact

Connect with CT: linkedin.com/in/cheetung

Connect with Ron Polk: https://www.linkedin.com/in/ron-polk-827015a9/



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary:

Join C.T. and guest Charlotte Pickett, Lead Facilitator at Nea Community Learning Center in Alameda, California, as they explore the art of giving and receiving feedback with care, clarity, and consistency in a diverse TK–8 project-based charter school. Charlotte shares her “Three Cs” leadership framework, emphasizing honest communication, clear expectations, and predictable systems that build trust and support. Drawing from her rich experience in both large districts and small schools, she discusses strategies for creating psychological safety, balancing structure with flexibility, and delivering strength-based feedback that fosters growth and positive relationships among staff, students, and families.

Key Takeaways:

• Three Cs Framework: Leadership anchored in Care, Clarity, and Consistency creates a foundation for trust, respect, and predictable school culture that supports diverse learners and staff.
• Care as Listening and Honesty: Prioritizing genuine listening, valuing diverse experiences, providing consistent and honest feedback, and fostering open-mindedness strengthen community relationships.
• Clarity Through Systems: Clear structures, predictable procedures, and transparent communication (especially around behavior and academics) promote fairness and reduce anxiety among students, staff, and families.
• Consistency Builds Trust: Applying rules and consequences equitably, and maintaining reliable follow-through supports a safe, stable environment.
• Balancing Structure with Flexibility: Navigating the tension between the intimacy of a small school community and the need for well-defined systems is achieved through feedback cycles and responsiveness to stakeholder input.
• Effective Feedback Practices: Creating psychological safety for giving and receiving feedback involves honesty, direct but compassionate communication, relationship-building, and follow-up conversations.
• Personal Growth in Leadership: Charlotte emphasizes ongoing reflection, vulnerability, and support networks as essential for developing the ability to give and receive feedback productively.
• Project-Based, Inclusive Learning Environment: Nia’s commitment to fostering inquiry, diversity, and student leadership nurtures a rich, culturally responsive educational setting.

Chapters:

00:00 Introduction to Feedback in Leadership

00:28 Meet Charlotte Pickett

01:03 Nia Community Learning Center Overview

02:38 Diversity and Inclusion at Nia

05:22 Framework for the School Year: The Three Cs

07:02 Implementing Care, Clarity, and Consistency

11:41 The Art of Giving and Receiving Feedback

16:33 Personal Growth and Leadership

19:48 Balancing Structure and Flexibility

Connect with CT: linkedin.com/in/cheetung

Connect with Charlotte Pickett: linkedin.com/in/pickettcharlotte/



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Joseph Blasher, principal of Castlemont High School in Oakland, California, as they discuss how data-driven leadership prepares a diverse urban high school for a strong academic year. Joseph shares his six-week planning approach focused on attendance, literacy, and student engagement, aligning staff, students, and families around clear priorities. He highlights the use of empathy interviews by teachers to understand student challenges and the importance of ongoing reflection through department meetings and coaching. This conversation offers practical strategies to build momentum early, adjust plans responsively, and foster a supportive, rigorous school culture.

Key Takeaways:

• Data-Informed Planning: Joseph emphasizes using diverse data sources—attendance, literacy assessments, student surveys—to prioritize focus areas and track progress.
• Structured Six-Week Cycles: A detailed six-week plan guides student engagement, attendance efforts, and academic interventions, allowing timely reflection and adjustments.
• Empathy Interviews: Teachers conduct regular qualitative check-ins with students to understand barriers and adapt teaching responsively.
• Collaborative Practices: Weekly department meetings and coaching encourage continuous improvement, shared strategies, and professional development.
• Clear Roles and Communication: Defined responsibilities for staff, students, and families create alignment and accountability for meeting school-wide goals.
• Holistic, Trauma-Informed Approach: Leadership balances academic rigor with social-emotional awareness, responding to community challenges with resilience and care.

Chapters:

00:00 Introduction and Overview

00:45 Meet the Principal: Joseph Blecher

01:20 About Castlemont High School

03:10 Challenges and Emotions of Graduation

04:14 Using Data to Prepare for the School Year

06:29 The Six-Week Plan

07:21 Setting Priorities and Goals

25:22 Empathy Interviews and Teacher Support

30:08 Advice for New Principals

Connect with CT: linkedin.com/in/cheetung

Connect with Joseph Blasher: linkedin.com/in/joseph-blasher-142938b



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Dr. Latora Baldridge, Head of Schools at Lodestar within the Lighthouse Community Public Schools in Oakland, California, as they dive into what it means to lead with intentional presence and foster a sustainable, student-centered culture across a TK–12 campus. This engaging conversation highlights Dr. Baldridge’s holistic leadership approach, her focus on building strong, distributed teams, and the practices that have produced notable gains in student achievement, college readiness, and teacher retention—with a 90% staff retention rate and 88% of graduates meeting California’s A–G college requirements.

Key Takeaways:

• Intentional Presence and Prioritization: Leadership must be intentional about presence, with priorities clearly defined and reflected in daily and weekly schedules. This ensures that staff and student needs are addressed proactively, not reactively.
• Empowering Teams: Spreading leadership capacity by building strong, empowered teams enhances a school’s ability to meet diverse needs and maintain a cohesive culture across all grade levels.
• Human-First Culture: Valuing humility and connection above authority creates a culture where everyone—students, teachers, and families—feels seen, heard, and supported.
• Routine, Purposeful Check-Ins: Regular, informal check-ins (“five-minute good, bad, and ugly”) with staff help surface issues early, prevent small problems from becoming large, and foster a reciprocal, trusting culture.
• Systems of Student Support: Data-driven, coordinated student support systems (like MTSS and COST) are core to ensuring students get what they need to thrive. This, in turn, directly supports teachers by reducing classroom stress and burnout.
• Delegation and Focus: Leaders must delegate non-priority tasks, aligning all work to a short list of top priorities, and be willing to let go of activities that do not serve the school’s central mission.
• Celebrating Community and Milestones: Bringing together the whole TK–12 community for celebrations (e.g., “Declaration Day”) strengthens the “family school” vibe, provides role models for younger students, and fosters a sense of belonging.
• Special Education as Good Teaching: Supporting students with diverse needs requires systemic, schoolwide attention and communication—not just the efforts of individual teachers.
• Adaptability and Communication: Systems should be flexible, transparent, and responsive. When interventions do not work, leaders must communicate openly, adjust, and keep the community informed.

Chapters:

00:00 Introduction

00:45 Guest Introduction: Dr. Latora Baldridge

01:26 Exploring Lodestar Lighthouse Community Public Schools

02:46 Managing a TK-12 Campus

10:40 Intentional Leadership and Staff Connection

28:41 Prioritizing Student Support Systems

00:00 Introduction and Episode Overview

00:45 Guest Introduction: Dr. Lara Baldridge

01:26 Exploring Lodestar Lighthouse Community Public Schools

02:46 Managing a TK-12 Campus

10:40 Intentional Leadership and Staff Connection

28:41 Prioritizing Student Support Systems

38:50 Advice for School Administrators

Connect with CT: linkedin.com/in/cheetung

Connect with Dr. Latora Baldridge: linkedin.com/in/latora-baldridge-000



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: CT sits down with William Nee, principal of Oakland Unity High School in Oakland, California, for an in-depth discussion on “active supervision” in school leadership. Rather than adopting a traditional, office-bound approach, William spends most of his school days on his feet, actively engaging with students, staff, and the school environment. This episode explores William’s philosophy and the real-world practicalities of his “mobile office” approach, his focus on relationships, and the outcomes his school has achieved.

Key Takeaways:

• Active supervision is a proactive, intentional strategy that involves moving around, scanning all areas, and frequently interacting with students—whether in classrooms, hallways, playgrounds, or transitions.
• Prevents and addresses behavioral issues, reduces challenging behaviors, and increases on-task and positive behavior.
• Fosters student safety by monitoring all students, anticipating risks, and responding quickly to prevent injuries or unsafe situations.
• Builds stronger relationships between staff and students through regular, informal interactions, encouraging positive feedback, and providing timely support when needed.
• Increases student engagement and learning assistance by identifying students who need help and offering immediate, developmentally appropriate feedback and redirection.
• Promotes a positive school culture by reinforcing expectations, prompting appropriate behavior, and delivering corrective actions as needed—all in a fair, consistent, and relational manner.
• Effective in all settings and age groups, including classrooms, outdoor play, transitions, and after-school activities, and is adaptable to different levels of risk and student independence.
• Requires minimal resources but yields significant benefits, reducing disruptions and increasing safety with simple strategies like proximity, scanning, and regular student check-ins.
• Staff training and intentional setup are essential—active supervision works best when the environment is organized for visibility, staff are positioned strategically, and everyone understands their role in supervision

Chapters:

00:00 Introduction to Active Supervision

00:57 Meet Principal William Nee

01:12 The Oakland Unity High School Story

03:11 The Evolution of School Discipline

04:42 The Power of Active Supervision

05:49 A Day in the Life of Principal Nee

08:29 The Importance of Presence

09:36 Lessons from the Hallways

13:59 Building Relationships and Community

16:36 The Impact of Active Supervision

17:39 Engaging with Students in the Hallway

18:41 Balancing Administrative Duties and School Culture

19:35 The Importance of Being Present

21:30 Tools and Techniques for Effective Supervision

23:18 Adapting Leadership Styles Post-COVID

25:54 Focusing on Academic Results

31:06 Advice for Implementing Active Supervision

Connect with CT: linkedin.com/in/cheetung

Connect with William Nee: linkedin.com/in/william-nee-a16b00233



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and the team from Harvest Park Middle School in Pleasanton, California, as they explore the transformative journey that made Harvest Park a statewide model for inclusive education and student wellness. This insightful conversation delves into how Principal Russell Campisi, along with his dedicated team of administrators, counselors, and special education staff, led the school to win the prestigious CSBA Golden Bell Award for their innovative inclusion programming.

Key Takeaways:

• Shift to Inclusion: Harvest Park transformed from separating students with IEPs in self-contained classes to including them in general education settings, dramatically increasing access to electives and college-prep coursework.
• Least Restrictive Environment: The school committed to the principle of educating students with disabilities alongside their peers whenever possible, raising the percentage of time students with IEPs spend in general education from 66% to nearly 80%.
• Master Schedule Overhaul: The team spent months redesigning the master schedule to ensure students with IEPs could access both their required services and the full range of general education classes, while balancing class sizes and teacher workloads.
• Team Effort: Success required close, ongoing collaboration between administrators, counselors, and special education staff, with regular dialogue and hand-scheduling to avoid clustering and ensure even distribution of students with IEPs.
• Holistic Approach: Harvest Park focuses on the whole child, supporting both academic and emotional needs through a remodeled wellness center that offers therapy groups, restorative circles, and animal-assisted interventions.
• PBIS & MTSS Integration: The school rebuilt its Positive Behavior Interventions and Supports (PBIS) framework post-COVID, connecting it to a multi-tiered system of supports (MTSS) to address the needs of all students and foster a sense of belonging.

Chapters:

00:00 Introduction

00:11 Harvest Park's Journey to Inclusion

01:57 Meet the Team Behind the Transformation

03:21 Challenges and Adjustments in Scheduling

12:39 Implementing the Multi-Tiered System of Supports (MTSS)

20:05 Designing an Inclusive Wellness Center

25:08 Finding the Vision and Setting Goals

25:18 Practical Implementation and Community Partnerships

25:31 Utilizing Data and Student Feedback

27:12 Engaging Students with Interactive Tools

29:38 Reorganizing Case Manager Responsibilities

33:29 Collaborative Culture and Teacher Support

38:40 Positive Student Outcomes and Systemic Changes

40:53 Essential Elements for Success

Connect with CT: linkedin.com/in/cheetung



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Jeremy “Paco” Furlan, Principal of John Muir Elementary School in Berkeley, California, as they explore the remarkable turnaround that transformed a school deeply impacted by the challenges of COVID-19 into a nationally recognized model of excellence. This insightful conversation delves into how John Muir, a diverse, Title I school serving students from over 21 language backgrounds and a wide socioeconomic spectrum, overcame significant struggles in math, ELA, reading, and chronic absenteeism to earn both the US Department of Education Blue Ribbon Award and the California Distinguished School Award in just three years.

Key Takeaways:

• Focused Leadership: Paco applied the “hedgehog concept” by concentrating on one clear priority—mastering a guaranteed, viable curriculum in reading and math—to drive schoolwide improvement.
• Data Transparency: Sharing honest, disaggregated data with staff and families helped build a shared understanding of challenges and galvanized community support.
• Collaborative Resource Allocation: Reallocating resources, including funding additional reading and math specialists, required tough conversations but was essential for targeted student support.
• Master Scheduling: Creating a master schedule that coordinated specialist push-ins and interventions ensured consistent, effective instruction for all students.
• Community Rebuilding Post-COVID: Emphasizing relationship-building, reopening the school as a community hub, and implementing positive behavior systems helped restore trust and engagement.
• Addressing Chronic Absenteeism: Persistent communication with families, attendance tracking tools, and incentives reduced chronic absenteeism from over 20% to 7%.
• Restorative Discipline Practices: Moving away from suspensions toward restorative justice and coordinated support teams improved school climate and kept students engaged.
• Academic Gains: Through focused efforts, student achievement increased by approximately 20 percentage points, closing achievement gaps and earning prestigious awards.

Chapters:

00:00 Introduction: Turning Challenges into Triumphs

00:38 Meet the Principal: Jeremy Paco Furlan

01:37 The Diverse Community of John Muir Elementary

03:16 COVID-19 Impact and Initial Challenges

07:59 Strategic Planning and Data-Driven Decisions

10:46 Implementing Changes: Curriculum and Scheduling

16:34 Building Community and Overcoming Obstacles

23:15 Recognizing Success: Awards and Achievements

25:37 Improving Attendance and Behavior

30:54 Staff and Community Engagement

Connect with CT: linkedin.com/in/cheetung



Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention.

Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week.

Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.